Monday January 16, 2006

Building on successful WISE-sponsored pedagogy workshops at the 2005 ALISE Conference and the 2005 ALA Annual Conference, we are proposing a workshop to explore best practices, both with respect to online teaching in general and in relation to teaching specific content areas in library and information science. The 2005 ALISE workshop attracted 60 participants, demonstrating a strong level of interest among LIS faculty in such development opportunities.

The workshop will have four parts:

12:30-1:15 Keynote Presentation: “On Becoming a Web Site” by Punya Mishra, Associate Professor, College of Education, Michigan State University [invited]
Dr. Mishra gave a presentation at the 2005 ALA workshop based on his First Monday paper (http://www.firstmonday.org/issues/issue10_4/mishra/) and we are eager to have him make another presentation to share his perspective as to how the design of the course website needs to carefully reflect the passions and pedagogical philosophy that drive the instructor.

1:30-2:30 Panel Discussion on Online Teaching and Learning
A panel of accomplished LIS online educators will discuss statements about online teaching and learning, and share experiences from their collective years as participants in online education.
Panelists:
J. Stephen Downie, University of Illinois at Urbana-Champaign
Scott Nicholson, Syracuse University
TBA, University of Pittsburgh

Partnering with Schools of Education to
Implement Practices Best in Teaching and Learning:
Developing a Preservice Teachers’ Information Literacy Skills Course

Two departments, the School of Library and Information Science and the College of Education at the University of South Carolina, partnered to revise a required 3-credit hour Information Literacy Skills course for undergraduate elementary education majors. The course was developed using the Backward Design Process (Wiggins & McTighe, 1998). Faculty from the two departments met first to consider what should students know, understand, and be able to do with respect to information literacy skills by the completion of their education program. Second, the group considered how to create an inquiry-based learning experience for students that would be anchored by their current and future coursework. Essential questions were written to focus the learning of each class session, with an overarching essential question for the course.

The purpose of this two-hour workshop is to offer participants an opportunity to both hear from colleagues about examples of best practices related to creating authentic inquiry-based learning environments and to share their own. As a starting point for discussion, a brief overview of the information literacy skills course will be presented, including: specifics of the partnership between the two schools; how the development of this course was informed by research; research plans to follow the students’ engagement with information literacy skills as educators; and examples of inquiry-based activities from the course in which students are co-constructing their own knowledge. Participants are encouraged to bring copies of their course syllabus to share with other workshop participants.

Tuesday January 17, 2006

Description of panel:
Libraries can be a significant tool in the economic and social development of developing countries. Often, however, library education in these countries is lacking the expertise and experience to produce librarians who can shape their libraries to function in the global information society. Consequently there is a very strong desire for librarians or potential librarians in developing countries to pursue higher education in Western countries. Over the years, Western library educators have formed close relationships with particular countries and have developed programs to assist developing country librarians to further their education. These programs vary from providing scholarships for students to study in the West, visiting lectureships or professorships in developing countries and distance education programs, among many other configurations. This panel consists of library educators with experience in providing educational support for library programs in developing countries. They will share their experience with providing this support, the challenges they face and the successes they have experienced. Through this panel discussion it is hoped that inspiration and valuable advice will be imparted to other library educators who would like to develop similar programs.

Participants:

Wendy Duff, Faculty of Information Studies, University of Toronto. ([email protected]; phone: 416-978-3152)
Wendy has recently taught a hybrid course in records management at the University of the West Indies in Mona, Jamaica.

Pat Oyler, GSLIS, Simmons College ([email protected]; phone: 617-521-2850)
Pat has been project coordinator for the past 11 years of a program that supports Vietnamese students achieve a Masters Degree in Library and Information Studies. She is also working with Vietnamese library educators to bring their level of education up-to-date and in curriculum development. Pat has
also been participating in a NEH funded project to bring Iraqi library educators up-to-date.

Kendra Albright, School of Information Sciences, University of Tennessee ([email protected]; phone: 865-974-3627)
Kendra has done extensive research in Uganda and has recently been working with the directors of LIS programs in Kenya, Tanzania, and Uganda to develop an E. African consortium in partnership with three schools in the U.S.

Johannes Britz, School of Information Studies, University of Wisconsin-Milwaukee ([email protected]; phone: 414-229-4709)
Hannes is dean of SOIS at UWM and a visiting professor at the University of Pretoria in South Africa and has taught several distance education courses for African students from UWM.

Catherine Johnson, School of Information Studies, University of Wisconsin-Milwaukee ([email protected]; 414-229-2861)
Catherine has had a long term relationship with librarians in Mongolia, has helped with curriculum development and would like to develop a program to enable Mongolian students to earn a Masters in Library and Information Studies at UWM.

Tuesday January 17, 2006

SESSION 2: CONCURRENT PROGRAMS AND JURIED PAPERS

Curriculum SIG Proposal

2.2 Innovative Curriculum and Instruction in LIS Programs:
Preparing 21st Century Library and Information Professionals for a Diverse Society

Organizer: Patricia Montiel Overall (See contact information below)

During the past thirty years, library and information studies curricula have significantly changed to meet the needs of an information and technological society with the addition of courses such as digital libraries, online searching, and similar courses. During that same period, despite significant changes in the demographics of society, few
new library and information science courses have been developed to reflect the needs of diverse multicultural, multilingual library users.

The main focus of the panel is to discuss three areas needed in library and information science curricula to reflect diversity: 1) Language and Culture 2) Equity of Access, and 3) Services to Diverse Populations. The panel will propose courses that could be included in LIS curricula and ways that current courses could develop diverse perspectives.

Dr. Eliza Dresang will discuss services to diverse populations with a particular focus on services to Latino youth. Dr. Loriene Roy will discuss equity of access with a particular focus on Native American populations. Dr. Patricia Montiel Overall will discuss language and cultural issues of importance to library professionals. These include current language policies and the effect of these policies on the development of literacy among English language learners (ELLs).

The panel will argue that considering the increased diversity in society, it is essential to consider adding courses to LIS curricula which address diversity issues and to revise existing library and information science courses to include diverse perspectives and diversity issues in order to adequately prepare library and information professionals for the twenty-first century.

Structure: The SIG convener will open the session with a brief tribute to Donald G. Davis, Jr., eminent library historian, LIS educator, and Libraries & Culture editor, who is retiring in 2006. Three 20-minute papers on different aspects of LIS history will be presented in his honor. Audience questions and discussion will follow.

Content: Andrew Wertheimer will share his findings from a bibliometric study of Libraries & Culture and its predecessor Journal of Library History in his paper titled “Quantifying the Goodness of Library History.” Wayne Wiegand will present “Collecting Contested Titles,” his research regarding the extent to which selected libraries acquired controversial books published between 1885 and 1951. Mary Niles Maack will present a paper on “Sylvia Beach and the American Library in Paris,” which traces the Shakespeare and Company bookshop founder’s long relationship with the library.

Purpose: To disseminate current historical research related to LIS in a spirit of celebrating the many contributions of Don Davis to library history.

Outcome: Attendees will learn about themes, events, people, and institutions of current interest to LIS historians and will have an opportunity to reflect on the significance of the work of Don Davis and colleagues who study and interpret the LIS past.

Description:
Online repositories are increasingly important for information management. This panel will discuss how they are being incorporated into LIS education. Repositories such as DSpace and FEDORA are now important parts of the professional landscape and are, increasingly, being incorporated into the LIS curriculum. This panel will explore the educational opportunities and challenges in four areas:
1. Principles of online repositories and metadata associated with them
2. Technology issues, a comparison of repository packages, and related tools such as the Open Archives Initiative Protocol for Metadata Harvesting (OAI-PMH).
3. Student engagement and projects completed.
4. Future directions for online repositories.
The panelists cover several specializations and have employed different approaches in introducing the repositories into their courses.

Organizer and Moderator:
Robert B. Allen, IS&T, Drexel University
http://www.cis.drexel.edu/faculty/ballen/
Dr. Allen is the PI on a recent IMLS grant “Toward a Model Curriculum for the Management of Digital Information”.

Panelists:
Four LIS faculty with a range of models for using repositories will participate:

J. Stephen Downie, GSLIS, University of Illinois
http://www.lis.uiuc.edu/gslis/people/faculty/jdownie.html
Dr Downie has worked extensively on music retrieval and music repositories and is currently incorporating those themes into his courses.

Patricia Galloway, School of Information, University of Texas
http://www.ischool.utexas.edu/~galloway/pkghome.html
Dr. Galloway teaches courses on digital archiving and electronic records. Six of her students will present posters at the meeting of the Society of American Archivists on the use of digital preservation technologies.

Michael Lesk, Director, SCILS, Rutgers University
http://lesk.com/mlesk/
Dr. Lesk is the author of Understanding Digital Libraries. He teaches a course on digital libraries in which the students develop the details for a proposed digital collection from the Rutgers University Library collection. The students are highly motivated since, in cooperation with the University Library, the best proposal is implemented.

Xia Lin, IS&T, Drexel University
http://faculty.cis.drexel.edu/~xlin/
Dr. Lin teaches a Digital Libraries course at Drexel for several years. He introduces many digital repositories in the class and lets students build their own digital collections using DSpace and some other repository tools. Currently, he is leading five IMLS fellows to develop an online repository tool for collaboration among doctoral students.

Contact Information:

Dr. Robert B. Allen
College of Information Science and Technology
Drexel University
3141 Chestnut St.
Philadelphia, PA 19104

2.5 Biomedical Informatics and LIS: Integration of the Interdisciplinary

“Biomedical Informatics is the scientific field that deals with the storage, retrieval, sharing, and optimal use of biomedical information, data, and knowledge for problem solving and decision making”1. The discipline was recently identified 2 as a growth area for library and information schools. In fact, in 2004, half of all LIS faculty in North American schools who taught medical courses identified themselves as focusing on health informatics, as opposed to health librarianship 3.

The National Library of Medicine is the NIH Institute dedicated to research funding and to education in biomedical informatics, which includes not only the application of information science to medicine (“medical informatics”) but to biology (“bioinformatics”). The NLM in 2005 supports 18 training programs offering master’s through postdoctoral training (for a list, see FMACROBUTTON HtmlResAnchor http://www.nlm.nih.gov/ep/GrantTrainInstitute.html). The prerequisite education for biomedical informatics programs has been computer science, a healthcare professional degree, or both. Seven of these 18 programs now admit holders of LIS degrees for at least a master’s degree in biomedical informatics (Columbia, Pitt, Johns Hopkins, Minnesota, Stanford, Oregon Health Sciences University and the University of Washington). However, only 3 of these 18 programs are located at a university that also incorporates a library or information school: the Universities of Pittsburgh, Missouri, and Washington.

One unfortunate result of this distribution of programs has been a relative absence of formal bridge-building between biomedical informatics and LIS programs, faculty, and schools. The absence continues to be noted once doctoral students become faculty; because few NLM training programs admit predoctoral librarians, the gap between formally trained biomedical informaticians and LIS faculty who wish to work in the biomedical informatics domain is perpetuated. Finally, because virtually all doctoral graduates of NLM training programs become faculty in NLM training programs—this being a field that “eats its young”—doctoral graduates who become faculty in LIS schools must spend the first years of their academic careers as educators and evangelizers of biomedical informatics.

The members of this panel are faculty members with considerable personal and professional experience in bridge-building. Tim Patrick is currently Assistant Professor in the Health Administration and Informatics program at University of Wisconsin-Milwaukee; he was formerly faculty in LIS at the University of Missouri and a post-doctoral fellow in NLM biomedical informatics at Missouri. Assistant Professors James Andrews and Catherine Arnott Smith are two of a handful of medical librarian graduates of NLM biomedical informatics training programs now teaching on LIS faculties: Andrews at the University of South Florida (formerly at the University of Kentucky) and Arnott Smith at Syracuse University. Associate Professor Steven Maccall, now at the University of Alabama, had paraprofessional experience in medical libraries; he completed a medical library informatics PhD at the University of North Texas, funded by a US Department of Education Title IIB Fellowship grant.

These four panelists, who received their doctoral degrees between 1992 and 2002, will discuss

* their educational backgrounds and interests that led to biomedical informatics training
* potential overlaps and useful synergies between the LIS, medical informatics, and bioinformatics domains
* the content of medical informatics training
*current challenges and opportunities for moving LIS, medical informatics, and bioinformatics closer together

Panelists

Catherine Arnott Smith,. Syracuse University
James Andrews, University of South Florida
Steven Maccall, University of Alabama
Timothy Patrick, University of Wisconsin-Milwaukee

Tuesday January 17, 2006

SESSION 3: CONCURRENT SESSIONS AND JURIED PAPERS

3.2 Building Community in Distance Education Courses
New Faculty Special Interest Group

New Faculty SIG Convener and Panelist: Eileen McElrath, Texas Woman’s University
Panelist: Judy Marley, University of South Carolina
Panelist: Kathleen McDowell, University of Illinois at Urbana-Champaign

Community building in distance education courses can be seen as “promoting human relationships, affirming and recognizing students’ input; providing opportunities for students to develop a sense of group cohesiveness, maintaining the group as a unit, and in other ways helping members to work together in a mutual cause” (Collins M. and Z. Berge 1996). Distance education courses (this includes both online and courses taught at a distance) can create feelings of isolation for both students and faculty members. Students often complain that they feel as if they are “in it by themselves.” Some students in LIS programs are of non-traditional age and several years have passed since they finished their undergraduate courses. Taking that first distance education course is quite a challenge for them. Often the first few weeks determine their continued enrollment in the program.
The purpose of this informal program is to provide: 1) a discussion/presentation of research about building “community” in distance education courses; 2) a look at how two faculty use activities in the first weeks of a distance education course to promote community building and alleviate the feelings of isolation among the students. They will discuss what works for them and what does not work; 3) a group discussion with attendees who will be encouraged to share their favorite activities to promote community when teaching online.
Outcomes: Attendees will gain insight about research concerning community building in distance education courses and will learn new activities and techniques to promote community building.

Purpose: The program is designed to highlight recommendations endorsed by ALCTS, ALISE and LC for metadata and cataloging education, raise awareness of the rich resources on the Metadata Education Resources Clearinghouse, and solicit input from educators and trainers on the development and management of the Clearinghouse.

Structure & Content: Under the aegis of the ALISE Technical Services SIG, the Advisory Board that was established as a result of the ALCTS/ALISE/LC Metadata and Cataloging Education activity (2001-2004) will report on one of the outcomes of its work—the development of the Metadata Education Resources Clearinghouse for LIS educators and students. The program consists of three 15-minute presentations and breakout sessions (45 minutes). Panelists will present the background to the Clearinghouse, specifically the types of knowledge and the three levels of courses that were recommended in the Hsieh-Yee (original) report, describe the current contents of the Clearinghouse including rationale for it's present design and structure, and explore future plans for contributions to it, growth, use and evaluation. During the breakout sessions the audience will discuss issues related to the management of the Clearinghouse (e.g., content, organization, methods for user contribution, access and evaluation) for 30 minutes and each group will present its recommendations.

Outcome: The audience will leave this presentation with an understanding of options for metadata and cataloging education, the design and content of the Clearinghouse, and future plans for the Clearinghouse. The Advisory Board will have concrete ideas to plan and manage the Clearinghouse on behalf of the LIS community.

Moderators: Dr. C. Olivia Frost, University of Michigan and Patricia Lawton, University of Illinois at Urbana Champaign

Participants:
Dr. Ingrid Hsieh-Yee, Catholic University of America
Metadata Education: Three Levels of Competencies
Dr. Anita Coleman, University of Arizona
The Metadata Education Resources Clearinghouse
Dr. Shawne Miksa, University of North Texas and Dr. Sherry Velluci, Rutgers University
Title: The Growth, Use and Evaluation of the Clearinghouse

Tuesday January 17, 2006

SESSION 3: CONCURRENT SESSIONS AND JURIED PAPERS

3.4 Where All the Students Are Above Average? - Combating Grade Inflation

Description: Grade inflation is particularly problematic for new faculty struggling for the first time with key issues involved in designing and teaching courses – evaluating performance appropriately, distinguishing between different levels of performance, and awarding grades in ways acceptable both to students and to others (including deans concerned with the maintenance of academic standards). In our increasingly consumer-driven educational culture, students seem to expect straight As – and faculty struggle to balance these demands with academic expectations, fearing poor course evaluations if their grades are too low, falling course enrollments if their standards are too demanding, and their dean’s displeasure if their grades are too high.
This program will begin by addressing central issues: what students really want in performance assessment, what deans and others expect, and how more experienced faculty grade to meet these expectations – based both on the literature and on surveys of faculty and students. The next presentation will deal with the design and application of grading standards. A third presentation will consider the impact of online environments on the grading process, both in the design of assignments and in the evaluation of student work. The program will conclude with a general discussion session in which members of the audience may raise issues that have been overlooked and/or provide their own grading tips. The program is intended to provide new faculty both with confidence in addressing the grading process and with a variety of ideas and approaches that will leave them better able to design and grade student work.

Kathy Latrobe: Making the Grade: Issues and Some Answers
Sydney Pierce: An Exercise in Judgment – Applying Grading Standards
June Lester: Does the Medium Change the Message?: Online Environments
Carrie Gardner: Group Discussion: Grading Beliefs and Practices

Wednesday January 18, 2006

Purpose:
To provide the “space” and opportunity for ALISE members to engage in open dialogue about the early stage development (structure, content, use) of a position statement on information ethics in LIS education. The eventual outcome statement will be distributed by the SIG to ALA-accredited program deans and directors with the request that they use it to give consideration to developing and/or enhancing attention to information ethics (curriculum, instructor expertise, resources, activities) in their home institutions. Ideally, the statement will also be officially posted on the ALISE website in such a fashion as to support open access by both members and non-members (international counterparts and in kind stakeholders).

Library and Information Science (LIS) educators in the 21rst Century face a number of challenges, including the escalating rate of technological change, the changing expectations of an information-driven society, and changing demographics of information professionals and their clientele. Each of these factors requires flexibility in how LIS courses are taught and in the growing array of techniques and tools that must be used to ensure that students receive both the theory and applied skills training that comprise professional education. At the University of Denver, LIS education occupies a continuum ranging from professional studies to specific hands-on training. The theory-based core curriculum is fleshed out by concentration and elective courses that are more applied in nature. Ongoing assessment is essential to ensuring that the curriculum remains relevant and timely.

Content. Scholars in DU’s College of Education have spent years researching adult learning (andragogy) and studying the techniques of teaching, training, and assessment that are most effective for achieving specific learning outcomes. Professor James R. Davis, in particular, has created the matrix of Highly Effective Strategies (1998) that currently underlies the LIS curriculum. Davis’s premise is that different types of learning can be identified and made clear by thinking systematically about outcomes. His model is based on years of research and practice in international business, government, and not-for-profit settings. His strategies include: the behavioral, cognitive, inquiry, mental models, group dynamics, virtual reality, and holistic, and each strategy is deemed most effective in developing exercises to instruct, reinforce, and assess specific types of learning. Each strategy comes with its own appropriate measures of success.

Structure, Outcome, and Purpose. We propose to present a program/workshop that will outline our adaptation of the Davis model and illustrate how key LIS learning objectives are met and measured in classes like cataloging, collection management, and reference, through illustration and selected exercises. The session is intended to provide a structured platform for initial discussion of a model for teaching and assessing student learning in applied LIS courses. Handouts will include an adaptation of the matrix and materials about specific activities and course outcomes drawn from our ongoing curriculum audit. The initial presentation will be followed by an open round-table discussion of alternative strategies, techniques, and potential measures of success.

Library educators Kate Marek and Karen Brown (Dominican University) describe specific approaches to pedagogy based on research and information from the literature that promote reflective practitioners. The approaches, which include the use of fiction (Kate Marek) and sequenced questions (Karen Brown), connect theory to practice and promote student-centered learning.

Information literacy is a current “hot” topic in education as well as in society. But, as with other literacies, it can be difficult to define it, let alone assess the degree to which one is information literate. As library educators try to help the academic community incorporate information literacy into the curriculum and instruct students so they can become information literate, the role of assessment becomes key – and problematic. What should be assessed, how should it be assessed, is there even a valid and feasible set of assessment tools? As important, how should the academic community act upon the data? When information literacy is considered from a global perspective, the issues become even more complex – and more critical to address.
No perfect assessment instrument exists for measuring information literacy, but hundreds of tools have been used and analyzed. This session provides a meta-analysis of the patterns and trends in the content being assessed and the approaches used to measure knowledge, skills, and dispositions. A systems approach is used to examine how assessment is conducted and used to impact learning and the learning environment. What findings have emerged about information literacy as it is demonstrated by the academic community? How have academic communities dealt with these findings? These questions are studied to help the academic community plan effective interventions systematically. The analysis will also examine the extent to which these issues have been addressed internationally, and which are shaped within a cultural context.

SESSION 5: CONCURRENT PROGRAMS AND JURIED PAPERS 5.4 Research in Youth Services Librarianship:
Where are we now and where do we go from here?
Youth Services SIG Proposal

Library service to youth is a highly visible aspect of librarianship, but an understudied area of scholarly research in LIS. There is a plethora of "how we done it good" reports of good practice, but the scholarship that informs good practice is less visible. We know that research should inform practice which should in turn inform further research. But what do we know? How do we get beyond the "how to" questions to focus on the "why" questions that should inform practice? What questions have been adequately addressed by LIS researchers, what questions have received little attention thus far, and what questions appear on the horizon? Do we have an articulated research agenda? And, if so, what is it? Our intention is that this meeting provide a forum for LIS educators with an interest in youth to come together to identify and discuss the current and future research agenda that might best inform youth services librarianship.
Two speakers, Melissa Gross and Gail Bush, will lead off the session with a brief overview of recent research on all aspects of youth services, including research focused on public (Melissa) and school (Gail) libraries.
Following their presentations, participants will break into small groups to discuss what participants think are important areas for future research. Finally, participants will join together as a large group led by the speakers and co-conveners to report and discuss the findings of the small groups and begin to create a research agenda for scholars of youth services librarianship.

Synopsis
The SIG on Multicultural, Ethnic, and Humanities (MEH) session presentations at the 2006 ALISE Conference will explore information seeking and service delivery systems in times of disaster/crisis and bring such knowledge to information professional education.
Each year, various regions in the global communities suffer from disasters caused by natural, health, social, economic, or political cataclysms. Such examples are from the recent Asian tsunami, to hurricanes in the US in 2004, SARS in China in 2003, the 9/11 attack in the US, the UK foot and mouth disease epidemic in 2001, to name a few. As the scholarship of teaching and studying various information phenomena, there is a need for the profession to open up an active forum that discusses human information seeking behaviors in the context of disasters/crises and implementation of effective information service delivery systems that can warn and help with disaster/crises recovery. Thus, we propose to present four papers in the following topics at our SIG-MEH:

What theoretical and conceptual frameworks can be applicable to understanding information seeking behavior of people in a disaster?
What humanistic approaches do information professionals do in preventing and helping people in communities in disaster/crisis?
What information and communication technology service models are used for warning and recovering from the outbreak?
How are LIS educators connecting their classroom to disaster experience within their community?

These discourses via SIG-MEH will be able to address the important and imminent agendas for research and education concerning disaster information seeking and information delivery systems.

2. Designing a Major Municipal Police Department’s Command and Control Structure: How Distributed Cognition Can Enhance Interagency Coordination in Crises Management (by John J. Sullivan, Palmer School of Library and Information Science, Long Island University, Phone: 631-588-6986, [email protected])

3. Using research to aid the design of a crisis information management course (by Chris Hagar, GSLIS, University of Illinois at Urbana-Champaign, [email protected])

4. Information as a Critical Resource during Emergencies or Disasters from a World Perspective: a classroom learning experience (by Maria T. Chavez-Hernandez ([email protected]) and Arif Dagli ([email protected]), College of Information, Florida State University)

Wednesday January 18, 2006

SESSION 6: CONCURRENT PROGRAMS AND JURIED PAPERS

6.3 Interdisciplinary Research and Practice: Informatics as a Case Example

LIS education, by definition, is interdisciplinary (1992 Standards for Accreditation), yet awareness of the options for students seeking interdisciplinary opportunities for learning and research remain little known and there have limited participation. Over the past several years, the National Library of Medicine has funded 18 interdisciplinary training programs in informatics that are designed to bring post-master’s students with varied education and professional backgrounds together to pursue additional education and research in the multidisciplinary fields of health sciences, medical and bioinformatics.

This panel will present multiple perspectives drawn from informatics training programs in which there is an LIS component. Those interested in the evolving boundaries of LIS and/or the education of future LIS professional can benefit from the experience of interdisciplinary programs and their outcomes. After a brief overview describing the history, development and scope of these programs, the speakers will discuss the barriers and opportunities encountered in interdisciplinary teaching, learning and research. The panel will consist of a current trainee, a recent graduate, a faculty member, and a training director. In the aggregate, the participants also represent the additional perspectives of LIS educator, library director, medical librarian, corporate information specialist, academic administrator and the ALA Committee on Accreditation.

6.4 Two IMLS Grants for Librarians of the 21st Century Program:
A PhD and an Archives Program Bring New Vision to Educate LIS Students for Leadership and Diversity in Our Global Culture
Organizer: Tula Giannini, Pratt Institute

IMLS grants to the Librarians for the 21st Century program are having a major impact on the way LIS schools are meeting the challenges of educating LIS students to prepare them to meet the challenges facing the information professions as we move forward and define and shape our future in which diversity, global contexts and digital technology act agents of transformation. This program presents two IMLS 2005 grants to LIS schools which demonstrate fresh approaches and new vision in the areas of archives, management of digital information and PhD programs focusing on leadership.

Tula Giannini, Acting Dean Pratt-SILS presents the GATEWAI program (Graduate Archives Training and Education: Work and Information), an innovative archives program that reflects developments in digital technology for archives in global contexts and outreach to communities viewed from the broad field of cultural informatics.

Michele Cloonan, Dean Simmons College presents a doctoral program that specializes in managerial leadership in the information professions and focuses on the knowledge, skills, competencies, and personal traits applicable to leadership in libraries, nonprofit organizations, and other information-intensive enterprise

Purpose: To explore research techniques that incorporate a critical or emancipatory approach--that focus, for example, on the experiences of previously marginalized diverse groups, on asymmetric power relationships--and that look for ways in which the research endeavor into inequities can be linked to social and political action.

Christine Pawley started by outlining theoretical and practical meanings of the term “critical” in the context of LIS research. Toni Samek provided examples of critical research in the context of intellectual freedom (Samek) and intellectual property (Himma). Then Hope Olson discussed critical research in the organization of information, drawing on Homi Bhabha's concept of a Third Space to argue that revealing the discourses in this area opens opportunities for social change. Finally, Ajit Pyati talked about his experience of publishing research that takes a critical stance in the journal InterActions. Convenors Toni Samek and Christine Pawley closed by providing all participants with the opportunity to ask questions and engage in open dialogue.

The Standards for Accreditation of the COA of the ALA state specifically that “Evaluation of the curriculum includes assessment of students' achievements and their subsequent accomplishments” and “Procedures are established for systematic evaluation of the degree to which a program's academic and administrative policies and activities regarding students are accomplishing its objectives.” During the thirteen years since the last revision of the Standards, all of the regional accrediting agencies have increased their attention to outcomes, particularly assessment of student learning. While the agencies generally focus on undergraduate education, in theory all accredited institutions have developed a “culture of assessment” at all levels. This presentation and discussion will review methods SLIS schools have included in Program Presentations for assessing and documenting program-level student learning outcomes, and will discuss a range of potential methods. Included will be a demonstration of a course-embedded portfolio approach, used currently by several institutions at the undergraduate level and made feasible by software that in coming years will made available via the Sakai project.

7.4 The Effect of NCATE Requirements on Program Assessments
in School Library Media

The American Association of School Librarians grants national recognition to school library media programs through the assessment process of the National Council for the Accreditation of Teacher Education (NCATE). Recent changes in the national recognition process now require school library media programs to identify 6-8 key assessments and to tabulate at least three years of data on school library media candidates. The purpose of this program is to present the impact of this process on three NCATE-accredited school library media preparation programs. Implications for ALA-accredited LIS programs will be noted.
Through presentation of three case studies, presenters from each institution will review the challenges of implementing new assessment processes. Challenges include the selecting the assessments that best show how the program meets the standards, developing valid assessment rubrics to measure knowledge, skills, and dispositions, collecting and analyzing assessment data, and using data to improve LIS programs. Institutions represented by the presenters are at various stages of the assessment revision process; therefore participants will gain understandings of the challenges presented at each stage of the process.
It is anticipated that program participants will gain an understanding of candidate performance assessment processes that could be implemented in LIS programs, including examples of successful implementation of assessments used in school library media preparation programs.
• Contact information for organizer and all participants (including paper titles if appropriate, participant names, affiliations, phone and email addresses).
Gail Dickinson, Assistant Professor (Organizer)
Old Dominion University
249-6 Education Building
Norfolk, Virginia 23529

Program Organized and Moderated by: Lynn Silipigni Connaway
Consulting Research Scientist, OCLC Research
2005 Grant Recipients:
Shawne Miksa, University of North Texas
Jun Wang, Peking University
Hong Xu, University of Pittsburgh
Peiling Wang, University of Tennessee at Knoxville

In 1999, OCLC partnered with the Association of Library and Information Science (ALISE) to publicize and promote a Library and Information Science Research Grant Program (LISRGP). It was developed to promote independent research for full-time academic faculty, or equivalent, in schools of library and information science. The research projects should help librarians integrate new technologies into areas of traditional competence and contribute to a better understanding of the library environment. In 2005, three research projects were funded for a total of $45,000 ($15,000 per project). The 2005 grant recipients reported on the progress and results of their research (descriptions included below), followed by an interactive discussion with the program attendees.

Summary of Program

1. “A Survey of the Extent and Utilization of Cataloging Tools and Resources within Technical Services in the North Texas Public Libraries,” submitted by Shawne Miksa,
University of North Texas.

Project Description
This project is an attempt to better understand the cataloging enterprise and the ways in which it can improve access to and retrieval of information in our present information systems.

2. “The Mining of Cataloging Knowledge from Bibliographic Data for Automatic Subject Cataloging,” submitted by Jun Wang, Peking University, and Hong Xu, University of Pittsburgh, and presented by Hong Xu.

Project Description
Automatic classification has been one of the main concerns of the research in library and information science, a technology promising to help relieve the librarians from their traditional labor that barely keeps up with the rapid growth of new information. The objective of this study is to mine classification knowledge from bibliographic resources, and incorporate them into the structure of the classification, thus create a cataloging knowledge base for automatic classification using a machine-learning approach. The preliminary experimental study utilized the Dewey Decimal Classification (DDC). OCLC provided 13,843 valid MARC records with DDC 00X and 02X categories produced and added to WorldCat by the Library of Congress during 1994-2004 as a test bed for the project. The results show that it is possible to achieve automatic classification for bibliographic data at a certain level as long as some adjustments/requirements are made. Titles alone are not informative enough for highly precise classification. With the titles and subject headings being considered together, the performance is lower than that based on subject headings alone. Treating subject headings as an integral unit helps improve precision and separating subject headings into constituent terms helps improve recall. A large-scale experiment using all of the sampled WorldCat bibliographic records with DDC divisions 500s and 600s will be conducted at the next stage.

3. “A Dual Approach to Web Query Mining: Towards Conceptual Representations of Information Needs,” submitted by Peiling Wang, University of Tennessee at Knoxville, and co-presented with Lei Wu, a doctoral student in information sciences at the University of Tennessee Knoxville.

Project Description
Query logs are valuable sources of users' search vocabularies and topical needs, this project explores appropriate methods for conceptual representations of information needs by mining longitudinal Web query data. The ultimate goal is to develop tools to assist effective interactions between the searcher and the Web IR system.

The project built a data warehouse on SQL server with 5 million queries and result click-through data. The queries were parsed into words and word pairs for semantic analysis. Two algorithms have been developed to build collective information needs and knowledge structures. The first algorithm identifies consecutive queries that were likely submitted by the same searcher; these queries demonstrate how searchers reiterated the queries using different linguistic representations. This algorithm is based on IP address and time lag. The second algorithm is based on mutual information plus frequency to build semantic networks of information needs. The mutual information of the co-occurred words measures their mutual dependence.

Purpose:
To explore ways LIS educators can develop “critical consciousness” in their students, the goal of which would be to create librarians who are more aware of the social and political dimensions of information, and who consequently create libraries designed to foster critical consciousness in others. A library education which develops critical consciousness will be based on what Paolo Freire calls a “problem posing education.” This program will explore ways that educators can “problematize” libraries and librarianship to help students develop critical consciousness.

Content:
Each of the panelists will discuss the education of librarians and the importance of helping students de-center their own expectations and experience in pursuit of a more global consciousness about information and society. The panel will pursue two concurrent strands of development. On one hand, the presenters will discuss the importance of this agenda in the LIS curriculum. On the other hand, the panel will explore specific methods for pursuing this agenda through their own teaching methods (i.e. “pedagogy”). Jim Elmborg will discuss ways that literacy theory can be used as a foundation for LIS education. He will discuss the work of Paolo Freire, Lev Vygotsky, and the New London Group and how key concepts from these critical theorists can inform the education of librarians. Patti Ryan is a practicing academic librarian with liaison responsibilities for Political Science, especially including information literacy instruction. She will discuss her development as a librarian through her growing understanding of feminist pedagogy and its importance for her as a teacher in search of a style. Maurice Wheeler is the author of Unfinished Business: Race, Equity and Diversity in Library and Information Science Education, a collection of essays which examines Library and Information Science's failure to respond to the ongoing mandate to integrate and subsequently diversify its faculty, curriculum, and student body. Wheeler will explore his teaching as the connecting of research and practice around issues of multiculturalism and diversity. Sergio Chaparro-Univazo has worked extensively to promote collaborations between North American LIS programs and schools in South America, especially Brazil. He will discuss his teaching philosophy, which involves enhancing students' vision and perspective of other cultures and environments, especially Spanish speaking cultures in Central and South America.

Participants

James Elmborg (convener)
Assistant Professor
School of Library and Information Science
The University of Iowa
Iowa City, IA 52242[email protected]

Purpose:
The purpose of this panel is to increase the awareness of the participants to developments in scholarly communication and learned society journal publishing such as the Open Access movement. Participants will also be informed about the current status of the Journal of Education for Library and Information Science (JELIS), the peer-reviewed journal published by ALISE.

Structure:
Two faculty from LIS schools and a consultant/practitioner from the Association of Research Libraries Scholarly Publishing arm will share information about prevalent economic models for learned society journal publishing, a citation study of the Journal of Education for Library and Information Science (JELIS), and the recently launched SPARC Publisher Assistance Program that offers business planning and affiliated services. Each presenter will have 20 minutes for presentation and 10 minutes for Q&A from the audience (1.5 hours total).

Content:
Panelists will provide an overview of the major opportunities and obstacles that face the not-for profit scholarly society journal publishing world, describe a specific program that has recently been started to help scholarly societies in the humanities and the social sciences, and highlight the bibliometric profile of JELIS.

Outcome:
The audience will leave this presentation with an understanding of 1) Open Access and the main strategies to achieving it such as self-archiving and open access journal publishing, 2) the economic models that are being used for journal publishing by scholarly societies, 3) the benefits and costs of open access and electronic publishing, and 4) the bibliometric profile of JELIS, a specialized journal exclusively devoted to LIS education.

Presenter: Dr. Carol Tenopir, Professor, Univ. of Tennesse at Knoxville ([email protected])
Title: Not-for-profit scholarly societies and open access journal publishing
Abstract: A factual picture of the perspectives of not-for-profit society publishers about open access journal publishing are presented using key findings from two studies, ALPSP and CIBER, on the funding models for open access journals and a survey of authors. Many publishers are not in favor of author pays/open access models because the society relies on subscription revenues or because their author community cannot or will not pay. Others are more favorable.
Full-text of presentation is available online: http://dlist.sir.arizona.edu/1032/
Presenter: Raym Crow, ARL SPARC, ARL ([email protected])
Title: Publishing Cooperatives and the Transition to Open Access
Abstract: An alternative publishing model, from the publisher perspective highlighting the 1) economic importance of scholarly society publishers, 2) practical barriers to open access and 3) benefits of publishing cooperatives will be explored. Of the approximately 20,000 peer reviewed
scholarly & scientific journals, which is increasing at a rate of about 3.25% per year, only 23% are self-published society journals; the breakdown for other categories are: university sponsored = 15%, commercially-owned journals=45% and commercially published society journals=17%. Projections show that we can expect commercially produced journals to increase significantly by 2025. Prices of journals also vary by publisher type with scholarly society publishers being the cheapest and commercial the most expensive (up to five times). Scholarly society journals are in a minority, they face significant internal and external constraints but a more balanced mix is important for libraries and scholarship in general. Cooperatives offer some benefits as viable business models.

Presenter: Anita Coleman, Asst. Professor, University of Arizona ([email protected])
Title: Findings from a study of JELIS, 1984-2004
Abstract: This presentation reports the findings from a study that investigated the value of the Journal of Education for Library & Information Science (JELIS). The journal impact factor for JELIS as well as perceptual rankings studies and correlation studies are summarized. JELIS is no longer an ISI-ranked publication (it’s impact factor was decreasing all through the 1990s and it was dropped in 1998) but it continues to hold a high position in prestige ratings studies. As far as growth is concerned, JELIS is in a holding pattern. Practitioners have decreased as authors and most articles continue to focus on Curriculum in library schools. Articles on distance education and cognition are increasing as are authors from foreign countries, outside US and Canada, and the number of co-authored articles. Based on the findings a few recommendations are made such as internationalizing the Editorial Board, and engaging in systematic outreach and marketing to constituencies outside the traditional ALA-accredited library schools.
Full-text of presentation is available online: http://dlist.sir.arizona.edu/1048/